The purpose of this study was to investigate effects of a preparatory contextual singing pattern on melodic dictation test scores. Forty-nine undergraduate music education majors took melodic dictations under three conditions. After hearing an orienting chord sequence, they (1) sang a preparatory solfége pattern in the key, meter, and tempo of the target dictations in the first condition; (2) prepared themselves silently during an equivalent time interval in the second condition; and (3) took the dictations immediately in the third condition. A repeated measures ANOVA and post hoc analysis revealed that participants scored significantly higher when they heard the dictation immediately following the chord sequence than when they sang the preparatory pattern first. Participants may have been distracted by the additional task of singing, interfering with their focus on the ensuing dictation. They reported a variety of preparatory strategies during the silent interval condition, suggesting that dictation students may benefit from learning multiple strategies and choosing what works best for them. Future research might investigate the relationship between strategies used during dictation and strategies used just prior to dictation. Implications for music educators include the need for careful decisions regarding when and how to combine musical tasks for student learning.